Abstract
This paper highlighted the Impactful of Educational Technology Pedagogy on students' learning styles for achieving Sustainable Education in tertiary institutions within Sokoto State Nigeria, in the post-Covid era. The study investigates how EdTech has transformed teaching methods, shifting from traditional lecture-based approaches to more interactive, student-centered strategies such as flipped classrooms and virtual learning environments. It aims to identify the effects of these technological interventions on different learning styles namely, Active, Reflective, Verbal, and Visual and their contribution to sustainable learning. The research employed a descriptive research with cross sectional design and the study population consisting of 200 level studentsfrom faculty of Education universities in Sokoto State. A sample of 352 students was selected using a stratified random sampling method. Data collection instruments included the Index of Learning Styles (ILS) questionnaire, which assessed students' learning styles, and a researcher-developed questionnaire on Educational Technology Pedagogy. The instrument's reliability was confirmed with a Cronbach Alpha value of 0.87, indicating its reliability. Data analysis encompassed descriptive statistics and Multivariate Analysis of Variance (MANOVA). The findings revealed that Educational Technology Pedagogy had a positive impact in the post-Covid era, particularly on Active and Reflective learning styles, contributing to Sustainable learning in Sokoto State's tertiary institutions. Active learners demonstrated an affinity for collaborative learning, engaging in online forums, asynchronous learning, customized problem-solving, hands-on activities, and critical thinking. Reflective learners, on the other hand, favour synchronous learning, emphasizing skill development, fostering autonomy in thought generation, and encouraging critical thinking. The research recommends that Universities should provide students with access to diverse educational technology resources that supporttheir preferred learning styles